ASSESSMENT

OF LEARNING
2
PREPARED BY:

MA’AM HAYANISAH B. BANTUAS

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 TABLE OF CONTENTS:

CHAPTER 1: PAGES:
LESSON 1: STUDENT LEARNING OUTCOME 4
LESSON 2: THREE TYPES OF LEARNING 6
LESSON 3: AUTHENTIC ASSESSMENT: MEANING, 10
CHARACTERISTICS AND PRACTICES
LESSON 4: AUTHENTIC ASSESSMENT TOOLS 11

CHAPTER 2:
LESSON 1: PROCESS-ORIENTED LEARNING COMPETENCIES 14
LESSON 2: TASK DESIGNING 14
LESSON 3: SCORING RUBRICS 15

CHAPTER 3:
LESSON 1: PRODUCT-ORIENTED LEARNING COMPETENCIES 19
LESSON 2: TASK DESIGNING 19
LESSON 3: SCORING RUBRICS 20

CHAPTER 4:
LESSON 1: FEATURES, PRINCIPLES AND PURPOSES 24
OF PORTFOLIO ASSESSMENT
LESSON 2: ESSENTIAL ELEMENTS AND TYPES OF PORTFOLIOS 25
LESSON 3: STAGES IN IMPLEMENTING PORTFOLIO ASSESSMENT 26
LESSON 4: ASSESSING AND EVALUATING THE PORTFOLIOS 26
LESSON 5: STUDENT – TEACHER CONFERENCE 27

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CHAPTER 5:
LESSON 1: EDUCATIONAL EVALUATION 28
LESSON 2: EVALUATION APPROACHES 31
LESSON 3: EVALUATION METHODS AND TECHNIQUES 36
LESSON 4: CIPP EVALUATION METHOD 38

CHAPTER 6:
LESSON 1: FUNCTIONS AND TYPES OF GRADING 39
LESSON 2: DEVELOPMENT OF GRADING AND REPORTING SYSTEM 40
LESSON 3: NORM REFERENCED AND CRITERION-REFERENCED 46
LESSON 4: DISTRIBUTION OF GRADES AND GUIDELINES 48
TO EFFECTIVE GRADING
LESSON 5: CONDUCTING PARENT-TEACHER CONFERENCE 49

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Chapter 1: Introduction to Principles of High-Quality Assessment and
Authentic Assessment

Lesson 1: Student Learning Outcomes

Student learning outcomes are statements of the knowledge, skills and

abilities individual students should possess and can demonstrate upon
completion of a learning experience or sequence of learning experiences.

The attainment of these learning outcomes should be periodically assessed by both teacher and
students. This could help the students determine their strength and deficiencies and become
active participants in outcomes attainment.

Sources of Expected Student Learning Outcomes (SLO):

1. The institution mission statement is a relevant source of student learning expectation.

2. Policies on competencies and standards issued by government education agencies such

as DepEd, TESDA, CHED are prescribed sources of student learning outcomes.

3. Expected competencies identified by the different professions, business and industry

should be adopted to ensure that graduates are able to perform as expected in their
respective work places and or professions.

4. The thrusts and development goals of the national government are useful integration in
the identified competencies and expectations from all sectors of education.

5. International trends and development should also be considered in identifying and

determining student learning outcomes to ensure the graduates competitiveness in the
employment and professional practice abroad.

6. It will be enriching if the identified competencies and expectations of students integrate

the basic general education competencies.

Characteristics of Good Learning Outcome

1. Good student learning outcomes (SLO) are centered on the students, on what the learners
are capable of doing, instead of the teaching technique.

2. Good learning outcomes are based on the program mission statement agreed upon by the
program faculty in consultation with other stakeholders like alumni and other
professionals.

3. Good student learning outcomes are very well understood by both students and faculty.
They should be in agreement on the importance of these competencies which they will
cooperatively develop.
Here are suggest steps that teacher and students can together take in their cooperative
monitoring of the progress towards the desired learning outcomes or skills and
competencies.
H ooking the students to the desired learning outcome
E xploring the experiencing the supporting student activities

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 A pplying the ideas/knowledge required in contrived, simulated or real-life situations
R efining, rehearsing, reviewing the target skills/competencies
E valuating the degree of learning outcome performance
D eciding on the action, solution or creative project to apply the learning outcome.

4. Good learning outcomes include a spectrum of thinking skills from simple to the higher
order of application of knowledge and skills.
5. Good learning outcomes are measurable. Students competencies should be expressed as
transitive verbs and/or action words which are demonstrable and observable at various
levels.
Example:
For K to 12 Grades 3-10 Reading, Mathematics, Language, Science.
Numerical Proficiency Level
Rating
1 Below basic level
2 Basic level
3 Proficient level
4 Advanced level

Lesson 2: Three Types of Learning

Bloom together with his colleague, emphasized the three educational objectives or
domains in order to cater the different types of learning. These are cognitive, affective,
and psychomotor.

Cognitive—referring to mental skills

Affective—referring to growth in feeling or emotion, and
Psychomotor—referring to manual or physical activities.

In order to ensure that the learning outcomes are specific, measurable, attainable, relevant,
and time-based, the outcomes were stated as concrete and active verbs. In mid-nineties, a former
student of Bloom, Lorin Anderson, reviewed the cognitive domain objectives, and effected some
changes.
 Domain 1: Cognitive (Knowledge)
 Domain 2: Psychomotor (Skills)
 Domain 3: Affective (Attitude)

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 Domain 1: Cognitive (Knowledge)

Category/Levels Outcome verb Learning Outcomes

Statements
1.1. Remembering: recall of Define, describe, identify, label, Identify the parts of
previous learned match, list, name outline, speech; define Pythagorean
information recall, recognize, reproduce, theorem
select, state
1.2 understanding: Distinguish, estimate, explain, Distinguish the Five
comprehending the meaning give example, interpret, Postulates of Euclid; explain
translation and paraphrase, summarize the circular flow diagram as
interpretation of how dollars flow through
instructions; state a problem markets among
in households and firms
one’s own word
1.3 applying: using what Apply, change, compute, Show that tan4 θ + tan2 θ =
was learned in the construct, demonstrate, sec4 θ - sec2 θ; prepare a halal
classroom into similar new discover, modify, prepare, menu for one week for a family
situations produce, show, solve, use of five
1.4 Analyzing: separating Analyze, compare, contrast, Compare and contrast the
materials or concept into diagram, differentiate, three versions of Cavite
component parts to distinguish, illustrate, mutiny; differentiate the parts
understand outline, of a
the whole select flower (gumamela)
1.5 Evaluating: judging Compare, conclude, criticize, Justify the famous idea of
the value of an idea, critique, defend, evaluate, Rene Descarte’s “tabula rasa”;
object, or relate, support, justify critique a group’s role play of
Material
1.6 Creating: building a Categorize, combine, compile, Generate a plan on how to
structure or pattern; compose, devise, design, plan, eradicate suicidal
putting parts together organize, revise, rearrange, thoughts; make a five year
generate, modify school operational plan

The Categories/Levels of Cognitive Domain Learning Objectives Arranged

Hierarchically

*Adapted from Bloom by Lori Anderson (2000)

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 Domain II: Psychomotor Skills

Categories/Levels Outcomes Verbs Learning Outcomes

Statements
2.1 Observing: active Watch, detect, Watch the folkdance steps of
mental attention to a distinguish, “Sayaw sa Cuyo.”; observe
physical activity differentiate, describe, and read secondary
relate, select directions
2.2 imitating: attempt to Begin, explain, Show understanding and
copy a physical behavior move, display, sequence of steps with
proceed, react, assistance; recognize one’s
show, state, limitations
volunteer
2.3 practicing: Bend, calibrate, Display mastery on the
performing a specific construct, differentiate, fundamental positions in
activity repeatedly dismantle, display, folk dance; manipulate the
fasten, fix, grasp, grind, different parts of the
handle, measure, mix, microscope
operate, manipulate,
mend
2.4 adapting: fine tuning Organize, relax, shorten, Create a modern dance
the skill and making sketch, write, re-arrange, routine; compose a short
minor adjustments to compose, create, design, song blended with a melody
attain perfection originate

The Categories/Levels of Psychomotor Domain Learning Objectives arranged

hierarchically

*Simpson, Dave and Harrow (1972)

Taxonomy of the Psychomotor Domain, N. Y: David Mc Kayle

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 Domain III. Affective (Attitude)

Learning Outcomes
Categories/Levels Outcomes Verbs Statements
3.1 receiving: being aware Select, point to, sit, choose, Name important qualities of an
or describe, follow, hold, employee; choose a
sensitive to something and identify, name, reply principle that fits your being
being willing to listen or
pay attention
3.2 responding: showing Answer, assist, comply, Write a letter of response to all
commitment to respond in conform, discuss, greet, mining industries about its
some measure to the idea help, perform, practice, effect to environment;
or phenomenon read, recite, report, tell, participate in class discussions
write and give
expectations
3.3 valuing: showing Complete, demonstrate, Follow religiously the
willingness to be perceived differentiate, explain, follow, mathematical steps presented
as valuing or favoring invite, join, justify, propose, to you; justify the decision of
certain ideas report, share, study, perform a mother (leaving her sons to
orphanage)
3.4 organizing: arranging Arrange, combine, Organize activities that
values into priorities, complete, adhere, alter, tightens the bond of the family;
creating a unique value defend, explain, relate the values emphasized
system by comparing, formulate, integrate, in the story
relating and synthesizing organize, relate, of “The Prince” to your
values synthesize personal life
3.5 internalizing: Act, display, influence, Display self-reliance when
practicing value system listen, discriminate, modify, asking; value people for
that controls one’s perform, revise, solve, verify what they are and not for
behavior that is consisted how they look.
pervasive, predictable
and characteristics of
the person

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 *D.R. Krathwohl, B. S Bloom, B. B Masja (1964) Taxonomy of Educational
Objetives: Handbook II- Affective Domain, New York: David Mackay Co.
Lesson 3: Authentic Assessment: Meaning, Characteristics and
Practices

Authentic assessments attempt to demonstrate what a student actually

learns in class rather than the student’s ability to do well on traditional tests
and quizzes.

Characteristics of Authentic Assessment

1. Authentic Assessment starts with clear definite criteria of performance made known to the
students.

2. Authentic Assessment is a criterion- referenced rather than norm- referenced and so it

identifies strengths and weaknesses, but does not compare students nor rank their levels of
performance.

3. Authentic Assessment requires students to make their own answer to questions rather
than select from given options as in multiple choice items, and requires them to use a
range of higher order thinking skills (HOTS).

4. Authentic Assessment often emphasizes performance and therefore students are required
to demonstrate their knowledge, skills or competencies in appropriate situations. Authentic
assessment does not rely on ability to recall facts or memorize details, instead students are
asked to demonstrate skills and concepts they have learned

5. Authentic Assessment encourages both teacher and students to determine their rate of
progress in cooperatively attaining the desired student learning outcomes.

6. Authentic Assessment does not encourage rote learning and passive taking of test; instead,
students are required to demonstrate analytical skills, ability to integrate what they learn,
creativity, and ability to work in group, skills in oral and written communications. In brief,
authentic assessment values not only the finished products which are the learning
outcomes, but also the process of learning.

7. Authentic Assessment changes the role of students as passive test takers into become
active and involve participants in assessment activities that emphasize what they are
capable of doing instead test to measure students’ skills or retained facts has come under
scrutiny because of the limitation encountered in determining the students’ capability to
utilized their knowledge and skills in work and professional practice.

Phases of Authentic Assessment:

1. Identifying the most important knowledge and skills that students should be able to
demonstrate as a result of their learning activities.

2. Determining the criteria and standards of outcomes performance and the acceptable
evidence that may be presented as proof of outcomes’ attainment.

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3. Implementation of the supporting activities that will facilitate the attainment of the desired
student learning outcomes.

4. Measuring the extent at which the student is attaining the desired learning outcomes.

5. Interpreting the assessment results and evaluating whether they indicate attainment of
the desired outcomes and utilizing them for continuous improvement.

Basic Difference Between Traditional Assessment and Authentic Assessment

Attributes Traditional Authentic Assessment

Assessment

1. Action/
options Selecting a response Performing a task

2. Setting Contrived/ imagined Simulation/ Real-Life

3. Method Recall/ recognition Construction/

applications

4. Focus Teacher –structured Student- structured

5. Outcome Indirect evidence Direct evidence

Teachers do not have to select which assessment should be used. Take note
that the mastery of skills and knowledge that can be found in traditional
assessment is very important because this will be serve as a foundation that
will be used later in demonstrating and performing the tasks that students are
expected to perform in the real world. In other words, authentic assessment
compliments traditional assessment.

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 Lesson 4: Authentic Assessment Tools

Authentic assessment makes use of three modes of assessment:

 Observations which include date and information that the teacher

collects from daily work with students.
 Performance samples which are tangible results that demonstrate
student achievement.
 Tests and measures of student’s actual performance at a specific
place and time.

I. Observations-Based Assessment Tools

To make observation-based assessment efficient and impartial, Diane Hart (1994) suggested
the following guidelines:

1. Observe not only one but all the students.

2. Observation must be as frequent and as regular as possible.
3. Observations must be recorder in writing.
4. Observations should cover both routine and exceptional occurrences.
5. Reliability of observation records is enhanced if multiple observations are gathered
and synthesized.

Developmental checklist is an observation tool which requires the teacher recorder to

describe the traits or learning behaviors being assessed.

Example of individual developmental checklist

Name: Year and Section:

ORAL COMMUNICATION
Stage 1 Stage 2 Stage 3 Stage 4

Speaks with Speaks in Speaks Volunteers to participate

hesitation complete extemporaneously in speaking activities
sentence Date:

Date: Date : Date:

WRITTEN COMMUNICATION
Stage 1 Stage 2 Stage 3 Stage 4

Writes with Write with Writes with Submit essays and reports
difficulty some correct grammar
improvement and syntax

Date:
Date: Date: Date:

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Example of Group Developmental Record Sheet For student teachers with major in Mathematics

Prepares lesson Writes Motivates Students

Name plan before outcome- class and actively
teaching based sustains participate in
objectives interests class
activities

Bernal, J.

Cruz, R.

Davila, S.

Fernan, G.

Juan, W.

The Interview sheet is another observation tool which is also called the conference recording
form. Interview sheets consist of a list of questions the teacher intends to ask and space for
recording student’s answers.

Personality Development Interview Sheet

1. What are your great strength and weaknesses?

2. What would be your top 3 goals as a chapter officer?
3. What are your priorities and values in life?
4. Who is your role model and Why?
5. Name three of your strength?
6. Name three of your weaknesses?
7. How do you deal with stress?
8. How do you deal with time conflicts or prioritize your
activity?

II. Performance Sample Assessment Tools

Portfolio is a systematic collection of learner work (such as written assignments, drafts, artwork,
and presentations) that represents competencies, exemplary work, or the learner's developmental
progress.

The portfolio serves the following purposes:

(a) The teacher can assess the growth and development of the students at various levels.

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 (b) Parents are informed of the progress of their children in school.
(c) Instructional supervisors are able to evaluate the strengths and weaknesses of the
academic program.

What can be included on a portfolio?

Essays Video tapes

Audio tapes Art work

Conference note Group reports

Pictures Compact disk

Graphs/chart Field reports

Employability Competencies Portfolio

Academic Competencies Personal Management Team Work Competencies
Competencies
1. Can understand printed 1. Attends school work 1. can participate actively in a
materials daily punctually group
2. Can use research and 2. Meets school deadlines 2. knows and respects group’s
library skills 3. Knows personal values
3. Can use technology in strength and 3. listens to other group
preparing oral presentation weaknesses members
4. Can use specific method in 4. Demonstrates self- 4. can express ideas to other
solving problems control group members
5. Can write and speak 5. Can follow oral and 5. can be either leader or
effectively in English and written instructions member of a team
Filipino 6. can work without 6. can adjust in changing
supervision setting and people
7. can learn new skills

III. Performance Assessment Tools

Student achievements at specific place and time are actual student performance that deserve to be
assessed. One of the most frequently used measurements instruments is the checklist. A
performance checklist consists of a list of behaviors that make up a certain type of performance
(e.g. using a microscope, preparing a letter, solving mathematics performance, etc.)

Example:
Performance Checklist in Solving a Mathematical Problem

Behavior:
____1. Identifies the given information
____2. Identifies what is being asked
3. Uses variables to replace the unknown

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 4. Formulates the equations
5. Performs algebraic operations
6. Obtains an answer
____7. Verifies if the answer is correct

PROCESS ORIENTED PERFORMANCE-BASED ASSESSMENT

Chapter 2:
LESSON 1 : Process Oriented Learning Competencies

 It is important to assess students’ learning not only through their

outputs or products but also the processes which the students underwent
in order to arrive at these products or outputs.

 Learning entails not only what students know but what they can do with
what they know. It involves knowledge, abilities, values, attitudes and
habits of mind that affect academic success and performance beyond the
classroom.

 Competencies are defined as groups or clusters of skills and abilities

needed for a particular task. The objectives focus on the behaviors
which exemplify “best practice” for the particular task.

 In creating a brochure the students have to develop skills on gathering data or researching,
manage the data to be included in the brochure, writing skills, skills in design and lay out.
Also, this is a group work so they will also develop their collaboration skills,
communication skills and technology skills which are the 21st skills needed by the
students in the 21st century education.

 In delivering a persuasive speech before a class, students will be developing skills on using
appropriate voice quality, skill in hand gestures, establishing rapport with the audience,
facial expression, skills in pronunciation and proper diction.

LESSON 2: Task Designing

 When designing a task, see to it that what you are trying to target
are the competencies that you set at the beginning of the lesson
through an activity.

 Using Taxonomy, you will have to identify what task will be given
to your learners. If it is a group work activity, determine the tasks
and distribute to the members of each group.

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  For example, if the activity that you want your students to do is to create a brochure as
your learning competency. You need to identify the researchers of the group who will take
charge of the relevant and correct information to be included in the brochure, a writer who
will be writing articles for the brochure, a lay out artist for the proper placement of written
article, and a designer for color blending and proper placement of articles and graphics.

 Each task should be given instruction on what to do and what output to contribute to the
group for the creating of the final output. This is what we called “Scaffolding”. Learners will
be properly guided if we give them correct Scaffolds that they can use as guide in the
process of creating the output.

 Task designing should be connected with your learning competencies that you want to
evaluate and develop for your learners. This is to see to it that each learner will become an
active member of the group, will develop accountability and responsibility through the given
task. This will also ensure proper monitoring of progress of the learners.

LESSON 3: Scoring Rubrics

Assessment purposes:

 Gauge student needs

 Encouraging collaboration and self-direction
 Monitoring progress
 Checking understanding and encouraging metacognition
 Demonstrating understanding

What is Formative assessment?

The kind of assessment that occurs before and during a unit of study is called formative
assessment, because it helps to form an understanding of learning that is in progress.

When do I use formative assessment?

Formative assessment is part of learning and can be embedded during classroom work. You
probably already do formative assessment, but may not realize it. It includes, for example, observing
students, having students share their work, or reviewing student work. Formative assessment may
be done by teachers as well as students for themselves and their peers.
Using Rubrics as a tool for formative assessment

A rubric is a versatile and flexible instrument that can support assessment for all
purposes and can be used with many different methods.

Benefits of rubrics:

1. Rubrics can be used for both formative and summative assessment

 students can use rubric as they work on a product or performance to help
them assess their work, and a teacher can use the same rubric to make a final
assessment or grade. Rubrics of 21st century skills can help students think
about their learning processes while they work projects in order to reflect and
set goals.

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 2. Other kinds of instruments can be developed from rubrics.
 Checklist can be expanded into rubrics, and the highest level of a rubric can
often be made into a checklist. Rubrics can also be modified into scoring
guides to assign points or grades to final products and performances.

3. Students can use rubrics throughout a project or unit for self and peer-
assessment
 Rubrics give students the language and concrete descriptions they need to
assess their own products, performances and processes and to give feedback to
peers.

4. Rubrics can make instruction more effective.

 Rubrics set out the learning expectations for a unit and can be used to plan
instruction in 21st century skills. Modeling the behaviors describe in the
highest level of a rubric gives students concrete examples of a skill, and helps
them to self-assess their skills and give their peers good feedback.
Process-oriented assessment is done before, during and after of a particular activity,
which we called assessment timeline. Let’s take a look in the brochure making activity,
the students will have to start brainstorming about the articles, writings, photos, lay-
out that they are going to make and include in the brochure First, is the brainstorming
part, you can start using peer and self- assessment which are considered assessments
before the conduct of an activity.
Checklist for Small Group Activity to be used as a peer assessment tool
Not
Observed
Criteria Observed
Shared relevant information during small
group sharing
Helped the group develop good ideas for the
brochure.
Gave helpful suggestions regarding the
making of the brochure.
Accepted suggestions from others.

Listened carefully to other group members

during brainstorming activity.
Second, is during the making of an activity that is the next part of assessment timeline, you can
assess the students per group through a peer collaboration rubric to monitor their progress.
Peer Assessment Collaboration Rubric
Criteria/ 4 3 2 1
Performanc e Excellent Very Satisfactory Needs Improvement
Level Satisfactory
Participation Group member participate d fully Group member Group member Group member did not participate,
and was always on task in a participated most of participated but wasted time, or worked on unrelated
group. the time and was on wasted time material.
task most of the regularly or was
time. rarely on task.

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Leadership Group member assumed Group member Group member Group member did not assume
leadership in an appropriat e way sometimes assumed usually allowed leadership or assumed it in a
when necessary by helping the leadership in an others to assume nonproductive manner
group stay on track, encouragi ng appropriate way. leadership,
group participati on, posing alternatively, or
solutions to problems, and often dominated the
having a positive group.
attitude.

Listening Group member listened carefully Group member Group member Group member did not listen to
to others’ ideas. usually listened sometimes did not others and often interrupted them.
to others’ ideas. listen to others’
ideas.
Feedback Group member offered detailed, Group member Group member Group member did not offer
constructi ve feedback when offered constructive occasionally offered constructive or useful feedback.
appropriat e feedback when constructive
appropriate. feedback, but
sometimes the
comments were
inappropriate or not
useful.
Cooperation Group member treated others Group member Group member Group member did not complete
respectfull y and shared the usually completed often did not most of the assigned tasks on time
workload fairly. assigned tasks on complete assigned and often forced the group to
time and did not tasks on time, make last-minute adjustments and
hold up progress on changes to accommodate missing
the projects and held up work.
because of completion of
incomplete work project work.

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Third, is after the activity has been done, you have to assess the output of the students or the
group. This is the last part of an assessment timeline.

Example of Rubrics for the Brochure as an activity for process- oriented learning.

CATEGORY 5 4 3 2 1
The brochure has
exceptionally The brochure's
attractive The brochure has The brochure has limited The brochure
formatting and attractive has some formatting and has no
Attractiveness well- organized
formatting and formatting and organization of formatting
& Organization information.
well- organized organized of information. and
information. information. organization
of material.
Use of facts and
Use of facts and quantity of Use of facts
Use of facts and Use of facts
the quantity of information and quantity of
quantity of and quantity
information about about the aims information
information of
the aims and goals and goals of about the aims
Content - about the aims information
of mathematic s mathematics and goals of
Accuracy/ and goals of about the
education is education is mathematics
Quantity mathematics aims and
exceptional. good but not education is
education is very goals of
consistent. present but
good. mathematics
limited.
education is
limited.
Brochure has
exceptional Brochure has Brochure has Brochure has Brochure
Writing -
organization very good good limited has no
Organization
organization. organization. organization organization
Grammatical
There are no mistakes are
There very few There are some There are
grammatical so numerous
Writing – grammatical grammatical several
mistakes in the that the
Grammar mistakes in the mistakes in the grammatical readability of
brochure.
brochure. brochure. mistakes in the the brochure
brochure. is impaired.

Graphics go well Graphics go well Graphics go Graphics do not

with the text and with the text, but well with the go with the
Graphics/ there is a good mix there are so many text, but there accompanyin g Graphics not
of text and that they distract are too few and text or appear present in
Pictures from the brochure to be
graphics. the brochure.
the text. seems "text- randomly
heavy". chosen.

Careful and
accurate records Careful and Careful and
Sources are not Sources are
are kept to accurate records accurate records
documented not
document the are kept to are kept to
source of all of the accurately or documented
document the document the
facts and graphics are not kept on accurately or
Sources in the brochure. source of most of source of some
many facts and are not kept
the facts and of the facts and
graphics. on any facts
graphics in the graphics in the
and
brochure. brochure.
graphics.
Brochure Grading Rubric

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Chapter 3: PRODUCT ORIENTED PERFORMANCE-BASED ASSESSMENT

LESSON 1: Product-Oriented Learning

Competencies

Performance assessments are very effective for measuring the

process and products involved with student achievement. Also
referred to as authentic assessment or alternative assessment.
Performance-based tasks require performance- based assessments in
which the actual student performance is assessed through a product,
such as a completed project or work that demonstrates levels of task
achievement.

Product-Oriented Assessment

 A product refers to something produced by students providing concrete examples of the

application of knowledge.
 A product is the output/outcome in performing a task which is concrete or real and can
be assessed.
Performance assessment of process and product refers to the on-the-spot evaluation of
performance behavior of the student to determine his interest and willingness to perform the
task. The quality of the product depends on the performance of the student to perform.
Student products provide tangible indicators of the application of knowledge and skills. Many
educators believe that product assessment is especially” authentic” because it closely
resembles the real work outside of school.
Learning Competencies
 Target tasks can also include behavior expectations targeting complex tasks that
students are expected to achieve.
 Products can include a wide range of student works that target specific.
There are ways to state product-oriented assessment competencies:
 (Beginner). Does the finished product illustrate the minimum expected parts?
 (Skilled level). Does the finished product or project contain additional parts and function
on top of the minimum requirements which tend to enhance the final output?
 (Expert level). Does the finished product contain basic minimum parts and function,
have additional features on top of the minimum and is aesthetical pleasing?

LESSON 2: Task Designing

Performance assessment of product refers to the on- the-spot

evaluation of performance behavior of the student to determine his interest
and willingness to perform the task. The quality of the product depends on
the performance of the student to perform. Student products provide
tangible indicators of the application of knowledge and skills. Many
educators believe that product assessment is especially” authentic” because
it closely resembles the real work outside of school.

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 Task Designing

The design of the task in this context depends on what the teacher desires to observe as
outputs of the student.
 Complexity- within the range of ability of the students.

 Appeal- interesting enough so that students are encouraged to pursue the task to
completion.
 Creativity- lead the students into exploring the various possible ways of presenting the
final outcome.
Goal- Based-project is produced in order to attain a learning objectives.
Suggestions for Designing Performance Tasks
Linn (1995) suggested ways to improve the development of task:

1. Focus on learning outcomes that require complex cognitive skills and students’
performances.
2. Select or develop tasks that represent both the content and the skills that are central to
important learning outcomes.
3. Minimize the dependence of task performance on skills that are irrelevant to the
intended purpose of the assessment task.
4. Provide the necessary scaffolding for students to be able to understand the task and
what is expected.
5. Construct task direction so that the student's task is clearly indicated.
6. Clearly communicate performance expectations in term of the scoring rubrics by which
the performance will be judged.

LESSON 3: Scoring Rubrics

Rubrics are said to be an authentic assessment tool. They are most

helpful when used to evaluate real-life tasks where students are engaged in
solving real-life problems. They are a formative type of assessment because
they are used before, during, and after the learning process.

Advantages of the Use of Rubrics

o Make expectations clear

o Help students judge own work
o Reduce time spent evaluating
o Easy to use and explain
o Make scoring fair and consistent
Types of Rubrics
Holistic Rubrics
Holistic rubrics ask the evaluator to make a single judgment about the object or behavior
being evaluated. If you are using a 4 point holistic rubric to evaluate students’ oral
presentations, you indicate whether the presentation is a 1, 2, 3, or 4 based on the level at
which it meets the described criteria. This is a quick way to provide an overall evaluation of the
presentation.

Analytic Rubrics
Analytic rubrics are used to assess multiple outcomes simultaneously or for
multidimensional outcomes and each dimension needs to be rated separately, resulting in

20
multiple judgments about an object or performance. The analytic rubric describes the criteria
for each of the judgments. Analytic rubrics provide more useable data than holistic rubrics
because the criteria provide strengths and weaknesses and describe the performance at each
level in more detail, thus providing more information on what is lacking in the poorer
performance.

Steps in Writing Rubrics

1. Set the Scale
Select a learning outcome from your academic program. Use your professional judgment
to assess student learning on a scale of 1-3, 1-4, 1-5, or 1-X that is appropriate for
evaluating the performance.
2. Define the Ratings
Add appropriate descriptors to each number on the scale that you have identified.
4 = Advanced; 3 = Proficient; 2 = Basic; 1 = Beginning

3. Identify basic descriptions Add simple descriptions for each number on the scale.
4 – Advanced ability to ;
3 – Proficient ability to ;
2 – Basic ability to ;
1 – No ability to .
4. Descriptions of what performance will look like at each level
4 - The student is able to (description of what advanced performance would look like).
3 – The student is able to (description of what proficient performance would look like)
but not yet able to (description of advanced performance).
2 - The student is able to (description of what basic performance would look like) but
not yet able to (description of proficient performance).
1 - The student is unable to (description of desired performance).

Activity 3. Creating a Product Assessment Rubric. Create a scoring rubric from

the task formulated in lesson 2. Follow the steps presented in designing a rubric.

Title:

Task Description:
_______________________________________
_______________________________________
_______________________________________

Scale Score

Dimension

21
PRELIM EXAMINATION:
TEST I: IDENTIFICATION. Fill in the blank with the correct answer. (1pt. each)
__________________________ 1. is a versatile and flexible instrument that can support assessment.

__________________________ 2. ask the evaluator to make a single judgment about the object or
behavior being evaluated.

__________________________ 3. within the range of ability of the students.

___________________________4. is part of learning and can be embedded during classroom work.

__________________________ 5. lead the students into exploring the various possible ways of
presenting the final outcome.

__________________________ 6. is another observation tool which is also called the conference

recording form.

__________________________ 7. attempt to demonstrate what a student actually learns in class

rather than the student’s ability to do well on traditional tests and quizzes.

__________________________ 8. referring to manual or physical activities.

__________________________ 9. which are tangible results that demonstrate student achievement.
__________________________ 10. referring to growth in feeling or emotion.
__________________________ 11. is a systematic collection of learner work (such as written
assignments, drafts, artwork, and presentations) that represents competencies, exemplary
work, or the learner's developmental progress.
__________________________ 12. is an observation tool which requires the teacher recorder to
describe the traits or learning behaviors being assessed.
___________________________13. consists of a list of behaviors that make up a certain type of
performance (e.g. using a microscope, preparing a letter, solving mathematics performance, etc.)
___________________________ 14. refers to the on- the-spot evaluation of performance behavior of
the student to determine his interest and willingness to perform the task.

___________________________ 15. interesting enough so that students are encouraged to

pursue the task to completion.

TEST II: Determine whether each of the following assessment activities/strategies is traditional or
authentic: (1pt. each)
1. Drawing the parts of the microscope ___________________________________
2. Writing the multiplication tables 8, 9, 10 ___________________________________
3. Submitting report on observations about butterflies in a field trip ______________________
4. Interviewing the barangay chairman about the problems of the community and
reporting on the findings

22
 ________________________________
5. Providing answers to an enumeration assignment ________________________________
6. Providing answers in the fill in the blank questions. ________________________________
7. Answering extended essay questions. ________________________________
8. Summarizing a story. ________________________________
9. Performing an owned poem. ________________________________
10. Going to Museum to learn about literatures. ________________________________

TEST III: Using the indicated topic or subject matter, write learning outcomes for each of the
three domains arranged from the simplest to the most complex level or category. (3pts each).

1. Cognitive: Topic—Water Cycle

1.1 Remembering
1.2 Understanding
1.3 Applying
1.4 Analyzing
1.5 Evaluating
1.6 Creating
2. Psychomotor: Topic—Table Setting
2.1 observing
2.2 imitating
2.3 practicing
2.4 adapting
3. affective: Topic—Developing and Nurturing Honesty
3.1 receiving
3.2 responding
3.3 Valuing
3.4 Organizing
3.5 Internalizing

TEST IV: Explain each of the following based on your own understanding. (5pts each)

1. Student learning outcome

2. Authentic Assessment
3. observation-based assessment tools
4. performance sample assessment tools
5. actual performance assessment tools
6. Rubrics

-bittawfeeq! 😊

23
Chapter 4: PORTFOLIO ASSESSMENT

Lesson 1: Features and Principles &

Purposes of Portfolio Assessment

As students you need to be aware on how to come up

with a meaningful portfolio because this can be an additive
factor to improve your knowledge in your subject. Your
portfolio becomes an avenue to look into how you grow with
the evidence that you included in your portfolio.

Features and Principles of Portfolio Assessment

1. A portfolio is a form of assessment that students do together with their teachers.

2. A portfolio represents a selection of what the students believe
are best included from among the possible collection of things
related to the concept being studied.
3. A portfolio provides samples of the student’s work which show growth over time.
4. The criteria for selecting and assessing the portfolio contents must be clear to the teacher
and the students at the outset of the process.

Purposes of Portfolio Assessment:

1. First, portfolio assessment matches assessment to teaching.
2. Second, portfolio assessment has clear goals.
3. Third, portfolio assessment gives a profile of learners’ abilities in terms of depth, breadth,
and growth.
4. Fourth, portfolio assessment is a tool for assessing a
variety of skills not normally testable in a single setting for traditional testing.
5. Fifth, portfolio assessment develops awareness of students’ own learning.
6. Sixth, portfolio assessment caters to individuals in a heterogeneous class.
7. Seventh, portfolio assessment develops social skills. Students interact with other students
in the development of their own portfolios.
8. Eighth, portfolio assessment develops independent and active learners.
9. Ninth, portfolio assessment can improve motivation for learning and thus achievement.
10.Tenth, portfolio assessment provides opportunity for student-teacher dialogue.

24
 Lesson 2: Essential Elements & Types of
Portfolio

Just like preparing for school, before you shall present

the contents of your portfolio you need to provide
preliminaries which give a package of what your portfolio is all
about.

Essential elements of a portfolio:

1. Drafts of aural/oral and written products and revised versions; I.e.,

first drafts and corrected/revised versions
2. Dates on all entries, to facilitate proof of growth over time
3. Reflections can appear at different stages in the learning process (for
formative and/or summative purposes)
4. Table of Contents with numbered pages
5. Entries - both core (items student have to include) and optional (items of student’s
choice)
6. Cover Letter “About the author” and “What my portfolio shows about my progress as
a learner”
Please refer to the 3 types of portfolio. These shall also guide you to accomplish
what type of portfolio you are going to make.

TYPES OF PORTFOLIO:

Documentation Portfolio Process Showcase Portfolio

Portfolio
 As the name implies, this  The showcase portfolio only
approach involves a  The process portfolio in
shows the best of the
collection of work over time contrast demonstrates all
students’ outputs and
showing growth and facets or phases of the
products.
improvement reflecting learning process.
students’ learning of
identified

25
 Lesson 3: Stages in Implementing Portfolio
Assessment

Implementing Portfolio assessment needs to follow the 6

stages. The concept should be clear to you. Through this you
shall determine the traditional from portfolio assessment.
This kind of assessment is fair.

Stages in implementing portfolio Assessment:

Stage 1:Identifying teaching goals to assess through

Stage 2:Specification of Portfolio Content
Stage 3:Introducing the idea of portfolio assessment to your class
Stage 4:Giving clear and detailed guidelines for portfolio presentation
Stage 5:Informing key school officials, parents and other stakeholders
Stage 6: Development of the Portfolio

Application:

Make a pattern using an arrow. Trace your experience in achieving a good

output.

Ex. I have to comply my assignment:

I searched the topic from the library I went to the shelf where the
book related to the topic is found I browsed the book read it and
jotted those that answered my assignment. Finally I accomplish my
assignment in a clean sheet of paper.

Lesson 4: Assessing and Evaluating the

Portfolios

This is the detailed criteria in evaluating a portfolio:

- Thoughtfulness ( including evidence of students’ monitoring of their

own comprehension, metacognitive reflection, and productive habits of
mind)

26
 - Growth and development in relation to key curriculum expectancies
and indicators
- Understanding and application of key processes
- Completeness, correctness, and appropriateness of products and
processes in the portfolio
- Diversity of entries ( e.g. use of multiple formats to demonstrate
achievement of designated performance standard)

Application:

Fill in the boxes with your own criteria in choosing a friend.

LESSON 5: Student – Teacher Conference

 It takes courage to submit ourselves for a conference with our

teacher but we have to do this.
 The main philosophy embedded in portfolio assessment is “shared and active
assessment” to this end,
 The teacher should have short and individual meetings with each student to
discuss the progress and goals set for a future meeting.
 The student and teacher keep careful documentation of the meetings nothing
significant agreements and findings in each individual session.
 The formative evaluation process for portfolio assessment is facilitated. Indeed,
the use of portfolio assessment takes time but in end the gains are well worth
the time and effort expended by the teacher.
 Finally, student-teacher conference can also be used for summative evaluation purposes
when the student presents his final portfolio product and where final grades are determined
together with the teacher.
 Even at this stage of the process students can negotiate for the appropriate grade to be given
using as evidence the minutes of the regular student-teacher conferences.
 It is for this reason that notes from this conference have to be included in the portfolio as they
contain joint decisions about the individual’s strengths and weaknesses.

Application:

To end this module compose a three stanza poem expressing your gratitude to
your teacher who helped you enhance your creativity and resourcefulness.
27
CHAPTER 5: EDUCATIONAL EVALUATION

LESSON 1: Educational Evaluation

Educational evaluation is an essential part of educational policy-making,

planning, and implementation. It is a systematic, continuous and
comprehensive process of determining the merit, worth, and significance of
school initiatives and programs (Navarro, R. L. & Santos, R., 2013).

Educational evaluation is not limited to the teacher-student engagement. All

programs or activities in the school that went through the process of deliberate
planning and implementation require an assessment of their worth and value
(Reyes, E. & Dizon, E., 2015).

Educational evaluation is deemed imperative as a tool in the continuous quality

improvement of schools as an institution. In layman’s term, educational evaluation is the process of
ascertaining the quality of education provided by schools.

As a tool for decision making, educational evaluation generates data that may trigger
changes in the current practices, programs, initiatives, activities and policies of schools. The
results of evaluation shall become the basis in the formulation of appropriate educational decisions
and actions (Kubiszyn, T. & Borich, G., 2000).

Instructional & Grading: Inside the classroom, teachers reach instructional decisions with
respect to the extent of attainment of the intended learning outcomes. Data is obtained from test
results and performance scores. Analysis will lead teachers to implement adjustments in the
delivery of the lessons and the designs of assessment tasks. This includes also decisions for
promotion or retention of students in a particular grade level.

Diagnostic: Assessment of the strengths and weaknesses of the learners allows teachers to
identify the root cause/s of the difficulty. Diagnostic assessment provides relevant information
regarding the readiness of the students. Intervention and remediation programs must be based on
needs assessment

28
 Selection & Placement: Evaluation data may also be gathered to select the students to be
admitted to a program or activity. Moreover, the placement decision is made once the student is
admitted to the school and usually intends to identify students who need remediation or
enrichment classes.

Guidance & Counseling: Guidance and counseling initiatives are deemed more suitable if they
are products of assessment. This includes the use of socio-metric and standardized personality
tests, anecdotal records and clinical observations. Evaluation results may become basis for
guidance and counseling initiatives in response to the needs of the learners.

Program/ Curriculum: Based on results of evaluation, school administrators may decide to

continue, discontinue, revise or pursue a program, activity, and curriculum. Evaluation shall lead
to better planning and implementation in the succeeding school endeavors. Hence, evaluation
should be an imperative in every school’s processes and procedures.

Administrative Policy: Given the available resources of the school, a thorough evaluation of the
efficiency of utilization of funding and assets shall provide the basis for modifications in plans,
policies and processes. Decisions whether to acquire new facilities, machineries and materials and
whether to add more staffs must be based on gathered data.

According to the American Evaluation Association (2018), the five guiding principles for evaluators
are as follow:

Systematic Inquiry:

 thorough and methodical

 contextual relevant
Competence:

 highly qualified evaluators

 refined evaluative skills
Integrity:

 maintain honesty and transparency

 ensure integrity of evaluation
Respect for people:

 honor the well-being and self-worth of individuals

 abide by the data privacy regulations
Common Good and Equity:

 mitigate biases and power imbalances

 strike balance between client’s interest and integrity of evaluation

Competency evaluation is a means for teachers to determine the ability of their students, not
necessarily through a standardized test. Performance evaluation ascertains the extent of
capability to demonstrate a particular skill. Course evaluation evaluates the quality of the delivery
of a given course while program evaluation determines if a program “works”. All of these are
components of educational evaluation.

29
 The evaluation process goes through four phases as shown in the diagram below.

Planning: In the planning phase, there must be constructive alignment among objectives,
programs and evaluation criteria. What are the program’s conceptual underpinnings? What
information is needed to make decisions? Which stakeholders will be directly involved in the
process? Designing the data collection tool is also a foremost concern in this phase.

Implementation: In the implementation phase, the prior concern is the administration of the
data collection tool. Extra care in data gathering and handling is a must to ensure authenticity of
findings.

Analysis: In the analysis phase, objectivity in interpretation and credibility of the findings are to
be established. Appropriate quantitative and qualitative data analysis tools must be utilized
carefully.

Reporting: In the reporting phase, translating the evaluation results in concordance with the
context of the recipients of the findings. Data presentation must lead to clarity and not confusion.
Consequently, the results will lead to planning for program changes.
All these four phases complete the evaluation cycle regardless of the evaluation approach
employed by the academic institutions.

As evidence of the significance of educational evaluation, many schools pursue accreditation

endeavors. DepEd, CHED and TESDA have established respective standards for K-12, tertiary and
technical-vocational education. These standards have become the basis of the evaluation tools of
several external accrediting agencies such as PACUCOA, PAASCU, ACSCU, AACCUP and etc.

30
 Lesson 2: Evaluation Approaches

Effective evaluation ensures that students properly placed, learning problems

and progress are appropriately diagnosed, performance of teachers are
improved and enriched, and academic standards are achieved and sustained.
Thus, the choice of the evaluation approach to use is a valid issue.
Evaluation approaches refer to the different ways to view, design, and conduct evaluation
activities. Some evaluation approaches provide solutions to problems; others improve existing
processes and procedures. Generally, any evaluation process may either employ formative or
summative approaches depending upon the intent of the evaluation activity.

Formative evaluation is an on-going process that allows for feedback to be implemented during a
program cycle. Formative evaluation is deemed a process- oriented approach where feedback is
generated while the program is being run (Boulmetis, J. & Dutwin, P., 2005). Formative evaluation
includes several types (Trochim, W., 2020):

Need Assessment – identifies who needs the

program, how great the need is, and what might work
to meet the need.

Structured Conceptualization – defines the

program based on the target population and perceived
outcomes.

FORMATIVE
EVALUATION Implementation Evaluation – monitors the
METHODS correspondence between the plan and the actual
delivery.

Process Evaluation – investigates the process of

delivering the program including alternative delivery
procedures.

31
 Summative evaluation takes place at the end of a program cycle providing an overall
description of its effectiveness. Summative evaluation measures the extent of attainment of the
program objectives. The results enable schools to determine the future direction of a program or
initiative. Summative evaluation includes several types (Trochim, W., 2020):

Goal-based evaluation – ascertains whether the intended

goals of the program or project were achieved.

Outcome evaluation – identifies the effects to students of

participating in the program.
SUMMATIVE
EVALUATION
Impact evaluation – determines the effect of the program
METHODS
to larger stakeholders like community and educational
system.

Cost-benefit analysis – investigates the cost effectiveness

of the program.

 Moreover, House (1978) and Stufflebeam & Webster (1980) classified approaches for
conducting evaluations based on epistemology, perspective, and orientation.
 In terms of the ways of obtaining knowledge, the objectivist epistemology is associated
with utilitarian ethics which concurs that something is good if the society as whole is
happy about it and it’s possible to validate externally the knowledge acquired through
publicly exposed evaluation methods and data. The subjectivist epistemology is
associated with intuitionist/pluralist ethics which posits that there is no single
interpretation of “good” and evaluation entails looking into both the explicit and the tacit
knowledge.
 In terms of perspective, evaluation approaches may be categorized as elitist or mass-
based. An elitist perspective focuses on the views of the administrators and/or experts
in the field or profession. On the contrary, the mass-based perspective puts the
consumers at the apex of evaluation and highly participatory in nature. The consumers
may refer to the students, parents, community, and employers.
 In terms of orientation, evaluation approaches may be clustered into political, question
and values orientation. The political orientation or pseudo-evaluation approaches tend
to selectively present information and is skewed towards certain perspectives or ideas.
These types of evaluation includes public relations inspired (a feel good evaluation focused
on the positives of a program), politically controlled (multiple truths uncovered) and
evaluation by pretext (the client has a hidden agenda for conducting the evaluation that is
unknown to the evaluator).
 The question orientation or quasi-evaluation approaches entail the collection of
evidence to ascertain whether any change that has occurred is due to the program or
intervention or other confounding factors. An elitist quasi-evaluation employs
experimental research (causal relationships), management information systems (scientific
efficiency), testing programs (individual differences), objective-based studies (outcome-
objective relationship) and content analysis (communication data). However, a mass-based
perspective quasi-evaluation determines the extent of accountability based on well-defined
performance expectation and accurate accounting of outcomes.

 The values orientation or true evaluation approaches are not only concerned with goals,
but also whether the goals are worth achieving. The evaluator considers the impact,
accomplishments and consequences of the program.

32
 A decision-oriented approach promotes the use of evaluation as premise for the
educational decisions and planning activities.

 Policy studies include evaluation approaches that focus in assessing potential costs and
benefits of competing policies.

 Consumer-oriented approach determines how the school has satisfied the clientele’s
needs and expectation.
 Additionally, accreditation is a mechanism that allows academic institutions to prove
that they meet a general standard of quality. It is the formal recognition by an
authoritative body of the competence to operate with respect to specified criterions. As a
process, it is a form of peer review in which an association of schools, colleges and
universities evaluates a particular institution based on an agreed set of norms
encouraging improvement of every affiliate member. As a result, schools receive
recognition from the agency for having met the prescribed minimum requirements.

 Certification, on the other hand, represents a written assurance by a third party of the
conformity of a product, process or services to specified requirements. In the Philippine
context, this may refer to grant to operate certain programs in schools and universities.
Connoisseurship as an outgrowth of art appreciation advocates the use of qualitative
evaluation. It attempts to discern the subtle but significant aspect of classroom life,
schooling and education as a whole.

 The adversary approach makes use of debate as its methodology. Two opposing views on
issues are presented with a neutral party acting as the referee. Moreover, the client-
centered approach places the unique needs of the clients at its core.

 Evaluation ascertains how well a program, a practice, an intervention or an initiative

achieves its goals. It helps in determining what works well and what could be improved.
The selection of the evaluation approach to employ, however, is dictated by the intent of
the institution to be evaluated.

33
MIDTERM EXAMINATION:

TEST I: IDENTIFICATION. Fill in the blank with the correct answer. (1pt. each)
___________________________1. takes place at the end of a program cycle providing an overall
description of its effectiveness.

___________________________2. investigates the cost effectiveness of the program.

___________________________3. ascertains whether the intended goals of the program or project were
achieved.

___________________________4. entail the collection of evidence to ascertain whether any change that
has occurred is due to the program or intervention or other confounding factors.

___________________________5. monitors the correspondence between the plan and the actual
delivery.

___________________________6. objectivity in interpretation and credibility of the findings are to be

established.

___________________________7. Is a type of portfolio which it consists of a collection of work overtime

showing growth and improvement reflecting students’ learning of identified.

___________________________8. identifies the effects to students of participating in the program.

___________________________9. the prior concern is the administration of the data collection tool.

___________________________10. refer to the different ways to view, design, and conduct evaluation
activities.

___________________________11. there must be constructive alignment among objectives, programs

and evaluation criteria.

___________________________12. promotes the use of evaluation as premise for the educational

decisions and planning activities.

___________________________13. translating the evaluation results in concordance with the context of

the recipients of the findings.

___________________________14. defines the program based on the target population and perceived
outcomes.

___________________________15. is a mechanism that allows academic institutions to prove that they

meet a general standard of quality.

___________________________16. determines the effect of the program to larger stakeholders like

community and educational system.

___________________________17. Is a type of portfolio that demonstrates all facets or phases of the

learning process.

___________________________18. approaches tend to selectively present information and is skewed

towards certain perspectives or ideas.

34
___________________________19. represents a written assurance by a third party of the conformity of
a product, process or services to specified requirements.

___________________________20. investigates the process of delivering the program including

alternative delivery procedures.

___________________________21. makes use of debate as its methodology.

___________________________22. Is a type of portfolio that shows the best of the students’ outputs
and products.

___________________________23. identifies who needs the program, how great the need is, and what
might work to meet the need.

___________________________24. include evaluation approaches that focus in assessing potential

costs and benefits of competing policies.

___________________________25. is an on-going process that allows for feedback to be implemented

during a program cycle.

TEST II: ENUMERATION.

1-6 STAGES IN IMPLEMENTING PORTFOLIO

1-5 FIVE GUIDING PRINCIPLES FOR EVALUATORS

1-4 METHODS OF FORMATIVE EVALUATION

1-4 METHODS OF SUMMATIVE EVALUATION

1-4 FOUR PHASES OF EVALUATION PROCESS

1-7 GIVE AT LEAST SEVEN PURPOSES OF PORTFOLIO

TEST III: Explain the following usage of educational evaluation:

1. Instructional and Grading

2. Diagnostic
3. Selection and Placement
4. Guidance and Counseling
5. Program / Curriculum
6. Administrative Policy

TEST IV. At this portion write your nickname. Come up with a meaning of each letter
featuring your personal characteristics which serve as guide for you as a student. (15pts.)

-bittawfeeq! 😊

35
 Lesson 3: Evaluation Methods and
Techniques

Evaluation helps schools to sought answers to questions such as “How are we

doing?”, “How do we know?”, and “What are we going to do now?” It is ideal in
investigating the influence of courses of action on the school’s vision, mission,
goals, learning and teaching practices, responses to changes, and operational
procedures. Quality education program evaluation includes both qualitative and
quantitative measures and evidences.

In the deciding which evaluation methodology to employ, academic institutions must deal
with theoretical and practical issues. Theoretical issues include the value of the type of data, the
perceived scientific rigor of the data and underlying philosophies of evaluation. Practical issues
encompass the credibility of results, skills of the staffs, and financial and time constraints (NSF,
2010).

Quantitative method focuses on “what” and “how many” while qualitative method focuses
on “why” and “how”. To choose between them.
This comparison of the two methods is too simplistic. Both methods may or may not satisfy
the canons of scientific rigor. Quantitative methods may seem precise if used properly and
carefully; but, if respondents failed to comprehend completely the items in the survey then
findings may be affected badly. Qualitative method setbacks, however, includes the difficulty of
gathering credible data sources, time-consuming and costly nature of data collection, and
intricacy of data analysis and interpretation (Patton, 2002). Nowadays, to take advantage of the
strengths of each method the use of mixed-methods is advocated.

Different evaluation techniques have different purposes, work in different contexts, and give you
different types of feedback. Depending on what you expect to obtain from the evaluation, you might
find some techniques more useful than others. Listed below are the common techniques employed
in education evaluations (NSF, 2010).

Technique Salient Features

Surveys  gather descriptive responses to a wide range of close-ended or open-
ended questions
 require a large number of respondents
 may be administered by pen-and-paper or via web-based online data
collection systems
 can be easily analyzed by existing software
 provide a general picture but may fail to consider audience’s context
Interviews  regard the participants’ viewpoint as meaningful and recognizable
 require well-selected group of participants based on a defined inclusion
criteria
 may be done through face-to-face or telephone/video interview
 may use carefully worded questionnaire (structured) or a free-wheeling
probing (unstructured)
 require skillfulness and flexibility in interviewing
 prone to information distortion by interviewee
 produce vast volume of information that may be difficult to transcribe
Focus groups  combine elements of interviewing and participant observation

36
  explicitly use group dynamics to generate data and insights
 may be conducted in a room or through web-based discussion platforms
 may be used at both the formative and summative stages of an
evaluation
 less costly than individual in-depth interviews
Observations  gather firsthand data on the interventions, processes, or
behaviors
 occur in natural, unstructured, and flexible setting
 need qualified and highly-trained observers
 may push some participants to behave differently
 may be prone to distortion due selective perception of observer
Tests  provide meansto assesssubject’s knowledge and capacity to apply
knowledge
 may be in selected-response or constructed-response formats
 may be interpreted based on a certain norm or criterion
 are criticized as fragmented, superficial and punitive
 provide objective information that can be scored in a straightforward
manner
 may be distorted via coaching or cheating
Checklists  use a standard list of action items, steps, or elements that the clientele
should have demonstrated in completing a task, program or activity
 can be cheap and easy and covers a wide array of factors
 depth and breadth is limited
Document Studies  use existing documents and secondary data
 useful in analyzing trends and patterns over time
 prone to doubts towards its authenticity, completeness, and suitability
 time consuming to analyze and difficult to access data
Key Informant  entails selection or invitation of participants based on their skills,
background and involvement in the program
 provides an “insider” perspective concerning the issue evaluated
 prone to informants’ biases and impressions
 requires observance of professional relationship between evaluator and
informants to avoid tainting the results
Case Studies  provides a specific illustrative case or exemplar of the issue evaluated
 allow a thorough exploration of interactions between treatment and
contextual factors
 require well-trained data collection and reporting teams
 may be exposed to excessive interpretation and generalization.

Other evaluation techniques include cohort studies, social network analysis, self-completion
questionnaires, feasibility studies, force field analysis and etc.

Educational evaluation may need both qualitative and quantitative methods because of the diversity
of issues addressed. The choice of methods should fit the need for the evaluation, availability of
resources and time, and capability of the staffs. While every evaluator has his/her own preference,
the dominant notion is that no one method is always best.

37
 Lesson 4: The CIPP Evaluation Method

Conducting an evaluation of a school program, project, intervention,

curriculum or initiative requires specific and systematic procedures. Extensive
studies of experts have yielded quite a number of evaluation models. However,
in this lesson you shall only focus on the CIPP model developed by Phi Delta
Kappa chaired by Daniel Stufflebeam (1971).

The CIPP (context, input, process, and product) evaluation model claims that evaluation is conducted
to reach a well-founded decision. It does not assume linear relationship among its components. This
model can be used for both formative and summative kinds of evaluation activity.
The components of the model are summarized in the model adapted from Stufflebeam (2003) below.
Context Evaluation: The context evaluation component of the model establishes the connection
between the program goals and evaluation. The evaluator describes the environment and
determines the needs of the program beneficiaries. The unmet needs, problems, issues and
challenges are identified and evaluated.

Input Evaluation: The input evaluation component of the model determines how resources are
utilized to achieve program objectives and goals. Data regarding the school’s mission, goals, and
plans are collected leading to the assessment of the responsiveness of program strategies to the
stakeholders’ needs. A comparison to alternative strategies used in similar programs is also aimed
in this stage. The input evaluation complements the context evaluation.

Process Evaluation: The progress evaluation component of the model reviews the program
quality. It ascertains whether the program is implemented as it is planned. Program activities are
monitored, documented and assessed. Feedback mechanisms and continuous quality
improvement are of utmost concern by this stage.

Product Evaluation: The product evaluation component of the model measures the impact of the
program to target beneficiaries. Evaluators assess the program effectiveness and sustainability. As a
summative component, decisions whether to continue, modify or terminate the program are
established in this stage.

38
CHAPTER 6: Grading and Reporting System

Lesson 1: Functions and types of

Grading System

Grading is the process of judging the quality of the performance of a

student. Nonetheless, the grade is the symbol used to represent the
achievement or progress of a student.

 Grading and reporting the progress of the students are two of the most challenging tasks of
teachers because there are so many factors and decisions to be considered.
 Teachers find this task demanding because (1) they have insufficient, formal instruction in
grading; (2) they have to make a judgment based on incomplete evidence; (3) they have
conflicting classroom roles; and (4) there is no single universally accepted grading system.
 According to Erickson and Strommer (1999, cited by Gabuyo & Dy, 2013), grading and
reporting systems are used to:
 Communicate the achievement of the students
 Provide students information to improve their self- evaluation
 Provide incentives for students to learn
 Select or group students from certain educational path or progress
 Evaluate the effectiveness of the program
 Inform the teacher about what students have and not learned.
 Motivate and encourage good work.

Nonetheless, these functions may be summarized into three:

 Enhancing student’s learning
o enhancing students’ motivation
o indicating where teaching might be modified
 Reports to parents/guardians
o inform parents and guardians of students on the progress of their wards
 Administrative and guidance uses
o helping to decide promotion, graduation, honors, athletic eligibility
o reporting achievements to other schools or to employers
o providing input for realistic educational, vocational and personal counseling

Different schools have different grading and reporting systems. They are designed to serve
many purposes in the educational system. Linn (2009, cited by Gabuyo & Dy, 2013) indicated
that the purposes of grading and reporting system are to be used for instruction, to report to
parents/guardians, and for administrative and guidance uses.

As stated earlier, grading systems of different schools vary. So as the reporting systems. No
single way of reporting the students’ achievement is available. This depends on the policies and
guidelines imposed by institutions and government agencies’ mandates. These can be
numbers, percentages, letter grade equivalents, and descriptions. Nonetheless, these grades
are then communicated to parents through a parent-teacher conference.

Name Type of code used

Letter grades A, B, C, etc., Also “+” and “–” may be added

Number of a Integers (5, 4, 3, ...) or percentage (99,

percentage grade 98, ...)

39
 Two-category Pass-Fail; Satisfactory-Unsatisfactory;
grade Credit-Entry; Competent-Not Competent
Checklist and Checks next to objectives mastered or
rating scales numerical ratings of the degree of mastery
Narrative Report None; may refer to one or more of the above but
usually not to numeric grades

Lesson 2: Development of a Grading and

Reporting System

Development of a Grading and Reporting System

The grading and reporting system needs to be:

 based on clear statement of learning objectives
 supportive of the school standards rather than opposing the school standards already set
 based on adequate assessment, hence, verifiable through adequate systems of testing,
measurement and assessment methods
 detailed enough to be diagnostic but compact enough to be practical
 able to provide for parent-teacher conferences as needed

Commonly found components of student’s grades:

 Periodic test
 Quiz
 Unit test
 Participation/performance
 Project/output
 Assignment
 Behavior

Methods of Computing Final Grade

There are two conventional methods of computing the final grades:

The averaging method and the cumulative method. The computation of the final grade
will depend on the grading policy of the school or college and universities.
In the averaging method, the weights of the grade in each grading period are equal. The
formula is:

Example:
Benjamin’s grade in Mathematics IV is shown below. Find the final grade.

Subject First Second Third Fourth

Final
Gradin Gradin Gradin Gradin

40
 g g g g
Grad
Grade Grade Grade Grade
e
Math IV 89 92 94 96 ?
Solution

Final grade = 92.75

On the other hand, in the cumulative method, the final grade gives a higher
weight on the present grade than in the previous grade. The percentage of the present
and previous grade will depend on the policy of the school, most notably in the private
schools, as defined by the manual of private schools or as their grading policies.
An example of a cumulative method is when the final grade can be obtained by
multiplying a certain percentage (usually 70%) to the current (tentative) grade, while
30% is to be multiplied to the previous grade, then add the products.

Example:
What is Liana’s final grade in PE if her previous grade is 85, and her tentative
grade is 89?
Solution

Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program

(DepEd Order No. 8, s. 2015)
This stipulated that there are three components of summative assessment, namely: Written
Works, Performance Tasks, and Quarterly Assessment.
Written Works - This component ensures that students are able to express learned skills and
concepts in written form. This may include essays, written reports, long quizzes, and other written
outputs.

Performance Tasks - This component allows the learners to show what they know and are able to
do in diverse ways. Learners may create innovate products or do performance-based tasks. Note
that some written outputs may be considered as performance tasks.

Quarterly Assessment - This component measures learning at the end of the quarter. This may be
in the form of objective tests, performance-based assessments, or a combination thereof.

The grading system, according to this policy, is standards- based and competency-based.
For the Kindergarten, checklists, anecdotal records, and portfolios are used instead of numerical
grades, which are based on the Kindergarten curriculum guide. On the other hand, Grade 1 to 12
learners are graded on three components every quarter: Written Works, Performance Tasks, and

41
Quarterly Assessment. The weights of these components vary depending on the subject and grade
level of the learner. All grades are based on weighted raw scores of the learner’s summative
assessments. The minimum grade needed to pass a specific learning area is 60 (percentage score),
which is then transmuted to 75 in the report card. The lowest mark that can appear on the report
card for Quarterly Grades and Final Grades is 60.
To record and compute the learner’s progress, these series of steps are done:
1. Add the grades from all learner’s work. This will result in the total score for each
component.
2. Divide the total raw score by the highest possible score, then multiply the quotient by
100%. This will result in a Percentage Score.
3. Convert Percentage Scores to Weighted Score. Multiply the Percentage Score by the weight
of the component indicated in the tables below.
4. Add the Weighted Scores of each component. The result will be the Initial Grade.
5. Transmute the Initial Grade using the given Transmutation Table in Appendix B
of DepEd Order No. 8, s. 2015.

Weights of the components for Grades 1 to 10 are the given below:

Components
Subjects Written Performance Quarterly
Work Tasks Assessment
Languages
Araling Panlipunan 30% 50% 20%
Edukasyon sa
Pagpapahalaga
Science
40% 40% 20%
Math
Mapeh
20% 60% 20%
EPP/TLE

Meanwhile, the Senior High School has the following

distribution of weights for each component:
Subjects Components
Written Performance Quarterly
Work Tasks Assessment
Core Subjects 25% 50% 25%
Academic Work
Track Immersion/
Research/
Business 35% 40% 25%
Enterprise
Simulation/
Exhibit/
Performance
All other
25% 45% 30%
subjects
TVL/ Work
Sports/ immersion/
Arts and Research/ 20% 60% 20%
Design Performance
Track All other
subjects
The transmutation table is given below:

42
 In computing grades at the end of the school year:
 Kindergarten: checklists, anecdotal records, and portfolios are presented to the
parents at the end of each quarter for discussion

 For Grades 1 to 10: the average of the Quarterly Grades produces the Final
Grade; the General Average is computed by dividing the sum of all final grades by
the total number of learning areas since each learning area has equal weights.

 For Grades 11 to 12: the average of the Quarterly Grades produces the
Semestral Final Grade; the General Average is computed by dividing the sum of
all Semestral Final Grades by the total number of learning areas.

The summary of the learner's progress is shown quarterly to parents and

guardians through a parent-teacher conference, in which the report card is
discussed.

Descriptor Grading Scale Remarks

Outstanding 90-100 Passed
Very Satisfactory 85-89 Passed
Satisfactory 80-84 Passed
Fairly Satisfactory 75-79 Passed
Did Not Meet Expectations Below 75 Failed

An example of obtaining a student’s computed grade is given below:

What is Tina’s grade in Mathematics 10 if she has the following scores in her the summative
assessments?
Component Highest Total Raw
Possible Scores
Score
Written Work 120 87
Performance Tasks 150 80
Quarterly 50 40

43
 Assessment
Solution
First, compute the Percentage Score for each component by dividing the total raw score with the
highest possible score:

Highes Total
Percentag
Component t Raw
e Score
Possibl Scores
e
Score
87/ 120
Written Work 120 87 = 0.725
80/ 150
Performance Tasks 150 80 = 0.533
Quarterly 40/ 50
50 40 = 0.80
Assessment

Second, identify the distribution of the weights for each component in Mathematics 10. Then,
multiply the weight with its respective Percentage Score:

Percentage
Highest Total
Component Percentage Weight Score
Possible Raw
Score X
Score Score Weight

Written Work 0.725 x 40

120 87 40% = 29

Performance
0.533 x 40
Tasks 150 80 40% = 21.32

Quarterly
0.80 x 20%
Assessment 50 40 20% = 16

Initial Computed Grade 66.32

Afterward, identify the equivalent computed grade based on DepEd’s transmutation

table. Tina’s computed grade is 66.32, which is equivalent to 78. This grade will be
reflected in the report card.

In decisions of promotion and retention, different guidelines are followed

depending on the grade level:
For Grades 1 to 3, a learner is promoted to the next grade level when he or she obtained a
final grade of at least 75 in all learning areas. If the learner did not meet expectations (failed) in one
or two learning areas, the learner must pass remedial classes for learning areas with failing marks
to be promoted to the next grade level. Otherwise, the learner is retained in the grade level.
However, when the learner did not meet expectations in three or more learning areas, he or she is
retained in the same grade level.
For Grades 4 to 10, it still follows the guidelines for promotion for Grades 1 to 3 learners but
must pass all learning areas in the Elementary to earn the Elementary Certificate and be
promoted to Junior High School. Additionally, Grades 7 to 10 must pass all learning areas in the

44
 Junior High School to earn the Junior High School Certificate and be promoted to Senior High
School.

For Grades 11 to 12, the learner must have a final grade of at least 75 in all learning areas in
a semester to proceed to the next semester. If the learner did not meet expectations in a
prerequisite subject in a learning area, the learner must pass remedial classes for failed
competencies in the subject before being allowed to enroll in the higher-level subject. Additionally,
if the learner did not meet expectations in any subject or learning area at the end of the semester,
he or she must pass remedial classes for failed competencies in the subjects or learning areas to
be allowed to enroll in the next semester; otherwise, the learner must retake the subjects failed.
Contrariwise, when the learner passes all subjects or learning areas in Senior High School to earn
the Senior High School Certificate.

How are remedial class grades computed? Summative Assessments are also given during
remedial classes, and these are computed, weighted, and transmuted in the same way as
Quarterly Grade. The equivalent of the Final Grade for remedial classes is the Remedial Class
Mark. The Final Grade at the end of the school year and the Remedial Class Mark are averaged. If
the recomputed final grade is 75 or better, the student is promoted to the next grade level (for
Grades 1 to 10), or he/she is able to enroll in the higher- level learning area (for Grades 11 to 12).
On the contrary, if the recomputed grade is below 75, the student is retained in the grade level for
Grades 1 to 10. For Grades 11 to 12, the student will need to retake the subject, and if the failed
subject is a pre-requisite, he or she will not be allowed to enroll in the higher-level learning area.

See example below:

Henry, a Grade 11 STEM student, has the following grades for his first semester subjects:

Third Fourth Semestr

Subjects Quarte Quarte al Final
r r Grade
Core Subjects
Oral Communication in Context
83 87 85
Komunikasyon at
Pananliksik sa Wika at 84 80 82
Kulturang Pilipino
General Mathematics 81 81 81
Earth Science 75 73 74
Introduction to the
Philosophy of the Human 87 91 89
Person
PE and Health 89 89 89
Applied and Specialized Track Subjects
Empowerment Technologies
(for the Strand) 81 83 82

Pre-Calculus 73 74 74

Notice that Henry got a Semestral Final Grade of 74 in Pre- Calculus and in Earth
Science. With this grade, the learner needs to take remedial classes/sessions for specific
competencies failed and retake Pre-Calculus and Earth Science as back subjects.

After remedial classes, Henry got the following grades:

45
 Learning Area Final Remedial Recompute
Grade Class Mark d Final
Grade
Earth Science 74 74 74
Pre-Calculus 74 76 75

Since Henry already had a passing recomputed final grade, he can no enroll Basic
Calculus but needs to retake Earth Science since he has a failed recomputed final grade
for this subject.

Aside from the cognitive and psychomotor aspects, the affective domain is also assessed in the K to
12 programs. The development of learners’ cognitive competencies and skills must be
complemented by the formation of their values and attitudes anchored on the Vision, Mission, and
Core Values of the Department of Education (DepEd Order No. 36, s. 2013). This is through the
Core Values of the Filipino child: Maka-Diyos, Makatao, Makakalikasan, at Makabansa. Core
Values have been translated into behavior statements, and indicators have been formulated for
each behavior statement.

Non-DepEd schools may modify or adapt the guidelines from the DepEd Order as
appropriate to the Philosophy, Vision, Mission, and Core Values of their schools. Additionally,
schools may craft additional indicators for the behavior statements, ensuring that these are child-
centered, gender-fair, and age- and culture-appropriate.

A non-numerical rating scale will be used to report on learners’ behavior, demonstrating

the Core Values. The Class Adviser and other teachers shall agree on how to conduct these
observations and discuss how each child will be rated.
Marking Non-Numerical Rating
AO Always Observed
SO Sometimes Observed
RO Rarely Observed
NO Not Observed

LESSON 3: NORM-REFERENCED
AND CRITERION-REFERENCED
GRADING SYSTEM

There are two common types of grading systems used at different

educational levels in the Philippines. We have the norm- referenced grading
system and the criterion-referenced grading system.

In the norm-referenced grading system, Student’s performance is

evaluated relative to the performance of the other students within the group.
When grades are compared to other students (where you rank), it is called
norm-referencing. In such a system, grade depends on what group you are in,
not just your own performance. In addition, the typical grade may be shifted
down or up, depending on the group’s ability.

46
ADVANTAGES:
1. It is easy to use.
2. It works well for the courses with retention policies, and it limits only a few students
to advance to the next level of the course.
3. It is useful if the focus is on the individual achievement o f the students.
4. It is appropriate for a large group of students (that is more than 40).
5. It does not cooperation among the students.
6. The teacher easily identifies learning criteria – the
percentage of students who received the highest grade or
lowest grade.

DISADVANTAGES:
1. The performance of a student is not only determined by his achievement, but also
the achievement of the other students.
2. It promotes competition among the students rather than cooperation.
3. It c a n n o t b e u s e d when the class size is smaller than 40.
4. Not all students can encourage pass the given subject or course.

Meanwhile, criterion-referenced grading system give grades that reflect absolute

performance or compared to specified standards. The student must get a grade higher than or
equal to a given standard to pass a given test.

ADVANTAGES:
1. The performance of the students will not be affected by the performance of the whole
class.
2. It promotes cooperation among the students.
3. All students may pass the subject or course when they meet the standard set by
the teacher.

DISADVANTAGES:
1. It is difficult to set a reasonable standard if it is not stated in the grading policies of
the institution.
2. All students may not pass the subject or course when they do not meet the
standard set by the teacher or the institution.

47
 Lesson 4: Distribution of Grades and
Guidelines to Effective Grading

Distribution of Grades
 Norm-referenced or Relative Performance
o “grading on the curve”
o when “grading on the curve,” any pass-fail decision should be based on an absolute
standard (failed the minimum essentials)
o standards and ranges should be understood and followed by all teachers
 Criterion-referenced or Absolute Grading
o seldom uses letter-grade alone
o often includes checklists of what has been mastered
o the distribution of grades is not predetermined
Score Compared to Learning Potential
 grades are inconsistent with a standards-based performance, that is, each child
has his/her own standard
 reliably estimated learning ability is very difficult
 one cannot reliably measure change with classroom measures
 should only be used as a supplement

Guidelines for Effective and Fair Grading

Miller, Linn, and Gronlund (2009) suggested the following guidelines for effective and fair
grading, and this can be adopted in the Philippine educational system, most especially in the
Higher Education Institutions (HEIs).
1. Discuss your grading procedures to the students at the very start of instruction.
2. Make clear to the students that their grades will be purely based on achievement.
3. Explain how other elements like effort or personal-social behaviors will be reported.
4. Relate the grading procedures to the intended learning outcomes or goals/objectives.
5. Get hold of valid evidence like test results, reports presentation, projects, and other
assessment results as bases for computation and assigning grades.
6. Take precautions to prevent cheating on tests and other assessment measures.
7. Return all tests and other assessment results, as soon as possible.
8. Assign a weight to the various types of achievement included in the grade.
9. Tardiness, weak effort, or misbehavior should not be charged against the achievement
grade of students.
10. Be judicious/fair and avoid bias, but when in doubt (in case of a borderline student),
review the evidence. If still in doubt, assign the higher grade.
11. Grades are black and white, as a rule, do not change grades.
12. Keep pupils informed of their class standing or performance.

48
 Lesson 5: Conducting Parent-Teacher
Conference

Parent-teacher conferences are a means of communicating the student’s achievements to

their parents. This is where the teacher can inform parents on the good and bad points of their
child, at the same, give an opportunity to parents to be involved in their children’s education.
The following points provide helpful reminders when preparing for and conducting parent-
teacher conferences.
 Make plans for the conference. Set the goals and objectives of the conference ahead of
time.
 Begin the conference in a positive manner. Starting the conference by making a positive
statement about the student sets the tone for the meeting.
 Present the student's strong points before describing the areas needing improvement. It
is helpful to present examples of the student’s work when discussing the student’s
performance.
 Encourage parents to participate and share information. Although, as a teacher, you are
in charge of the conference, you must be willing to listen to parents and share
information rather than “talk at” them.
 Plan a course of action cooperatively. The discussion should lead to what steps can be
taken by the teacher and parent to help the student.
 End the conference with a positive comment. At the end of the conference, thank the
parents for coming and say something positive about the student, like “Mary has a bright
personality and is friendly with her classmates.”
 Use good human relations skills during the conference.

49
FINAL EXAMINATION:

TEST I. IDENTIFICATION. Fill in the blank with the correct answers. (1pt each).

__________________________1. focuses on “what” and “how many”

__________________________2. are a means of communicating the student’s achievements to their
parents.
__________________________3. is the process of judging the quality of the performance of a student.
__________________________4. component of the model measures the impact of the program to target
beneficiaries.
__________________________5. This component ensures that students are able to express learned
skills and concepts in written form. This may include essays, written reports, long quizzes, and
other written outputs.

__________________________6. This component allows the learners to show what they know and are
able to do in diverse ways.
__________________________7. is the symbol used to represent the achievement or progress of a
student.

__________________________8. the final grade gives a higher weight on the present grade than in the
previous grade.
__________________________9. This component measures learning at the end of the quarter. This
may be in the form of objective tests, performance-based assessments, or a combination thereof.
__________________________10. component of the model establishes the connection between the
program goals and evaluation.
__________________________11. component of the model determines how resources are utilized to
achieve program objectives and goals.
__________________________12. give grades that reflect absolute performance or compared to
specified standards.
__________________________13. component of the model reviews the program quality. It ascertains
whether the program is implemented as it is planned.
__________________________14. the weights of the grade in each grading period are equal.
__________________________15. Student’s performance is evaluated relative to the performance of the
other students within the group.

TEST II: Compute the students’ grades based on the given method. Show your solutions. (5pts
each)
1. By using the averaging method of computing final grades, what is Mari’s final rating if the
following are her grades in Economics?

50
 First Second Third Fourth Final
Quarter Quarter Quarter Quarter Grade
94 87 92 90 ?

2. By using the cumulative method of computing final grades, what is Mari’s final rating if her
previous grade in History is 87 and her tentative grade is 90?

TEST III. Answer the following questions: (5pts each)

1. How do you describe relative performance grading? absolute grading?
2. Which is more effective to use – relative performance grading or absolute grading?
3. How are grading and reporting systems made more effective?
4. Identify at least five (5) possible incidences or problems that may arise during a parent-
teacher conference.
5. Write your thoughts about this quote: “Grades are not inherently bad. It
is their misuse and misinterpretation that is bad.” – Guskey, 1993

TEST IV.
Construct a Venn diagram and determine the differences and similarities of criterion-
referenced and norm-referenced grading. (30pts)

TEST V. ENUMERATION:

1-2 Methods of Computing Final Grades

1-7 Commonly found components of student’s grades
1-4 Components of Evaluation Method
1-2 Types pf Grading System

-bittawfeeq! 😊

51
KEY ANSWERS (PRELIM EXAMINATION)
TEST I: IDENTIFICATION
1. RUBRIC
2. HOLISTIC RUBRIC
3. COMPLEXITY
4. FORMATIVE ASSESSMENT
5. CREATIVITY
6. INTERVIEW SHEET
7. AUTHENTIC ASSESSMENTS
8. PSYCHOMOTOR
9. PERFORMANCE SAMPLES
10.AFFECTIVE
11.PORTFOLIO
12.DEVELOPMENTAL CHECKLIST
13.PERFORMANCE CHECKLIST
14.PERFORMANCE ASSESSMENT OF PRODUCT
15.APPEAL

TEST II.
1. TRADITIONAL
2. TRADITIONAL
3. AUTHENTIC
4. AUTHENTIC
5. TRADITIONAL
6. TRADITIONAL
7. AUTHENTIC
8. TRADITIONAL
9. AUTHENTIC
10.AUTHENTIC

MIDTERM EXAMINATION:
TEST I: IDENTIFICATION
1. SUMMATIVE EVALUATION
2. COST-BENEFITS ANALYSIS
3. GOAL-BASED EVALUATION
4. QUESTION ORIENTATION OR QUASI-EVALUATION APPROACH
5. IMPLEMENTATION EVALUATION
6. ANALYSIS PHASE
7. DOCUMENTATION PORTFOLIO
8. OUTCOME EVALUATION
9. IMPLEMENTATION PHASE
10.EVALUATION APPROACHES
11.PLANNING PHASE
12.DECISION-ORIENTED APPROACH
13.REPORTING PHASE
52
 14.STRUCTURED CONCEPTUALIZATION
15.ACCREDITATION
16.IMPACT EVALUATION
17.PROCESS PORTFOLIO
18.POLITICAL ORIENTATION OR PSEUDO-EVALUATION
19.CERTIFICATION
20.PROCESS EVALUATION
21.ADVERSARY APPROACH
22.SHOWCASE PORTFOLIO
23.NEED ASSESSMENT
24.POLICY STUDIES
25.FORMATIVE EVALUATION
TEST II: ENUMERATION
1-6 STAGES IN IMPLEMENTING PORTFOLIO
Stage 1:Identifying teaching goals to assess through
Stage 2:Specification of Portfolio Content
Stage 3:Introducing the idea of portfolio assessment to your class
Stage 4:Giving clear and detailed guidelines for portfolio presentation
Stage 5:Informing key school officials, parents and other stakeholders
Stage 6: Development of the Portfolio

1-5 FIVE GUIDING PRINCIPLES FOR EVALUATORS

1. Systematic Inquiry
2. Competence
3. Integrity
4. Respect for people
5. Common Good and Equity
1-4 METHODS OF FORMATIVE EVALUATION
1. Need Assessment
2. Structured Conceptualization
3. Implementation Evaluation
4. Process Evaluation
1-4 METHODS OF SUMMATIVE EVALUATION
1. Goal-based evaluation
2. Cost-benefit analysis
3. Impact evaluation
4. Outcome evaluation
1-4 FOUR PHASES OF EVALUATION PROCESS
1. PLANNING
2. IMPLEMENTATION
3. ANALYSIS
4. REPORTING

53
1-7 GIVE AT LEAST SEVEN PURPOSES OF PORTFOLIO
1. First, portfolio assessment matches assessment to teaching.
2. Second, portfolio assessment has clear goals.
3. Third, portfolio assessment gives a profile of learners’ abilities in terms of depth, breadth,
and growth.
4. Fourth, portfolio assessment is a tool for assessing a
a. variety of skills not normally testable in a single setting for traditional testing.
5. Fifth, portfolio assessment develops awareness of students’ own learning.
6. Sixth, portfolio assessment caters to individuals in a heterogeneous class.
7. Seventh, portfolio assessment develops social skills. Students interact with other students
in the development of their own portfolios.
8. Eighth, portfolio assessment develops independent and active learners.
9. Ninth, portfolio assessment can improve motivation for learning and thus achievement.
10.Tenth, portfolio assessment provides opportunity for student-teacher dialogue.
FINAL EXAMINATION:
TEST I. IDENTIFICATION
1. QUANTITATIVE METHOD
2. PARENT-TEACHER CONFERENCES
3. GRADING
4. PRODUCT EVALUATION
5. WRITTEN WORKS
6. PERFORMANCE TASK
7. GRADE
8. CUMULATIVE METHOD
9. QUARTERLY ASSESSMENT
10.CONTEXT EVALUATION
11.INPUT EVALUATION
12.CRITERION-REFERENCED GRADING SYSTEM
13.PROCESS EVALUATION
14.AVERAGING METHOD
15.NORM-REFERENCED GRADING SYSTEM
TEST II: SOLVING
1. 94 + 87 + 92 + 90 = 363 / 4 = 90.75

2. 87 * .30 = 26.1
90 * .70 = 63
26.1 + 63 = 89.1

THANK YOU. 😊

54